Arts Learning Lab @Home

CURRICULUM COMPANIONMarcos Ramirez ERRELets think a flag, lets make a flag

OverviewArtist Marcos Ramirez ERRE guides students through the process of making a flag. During this workshop ERRE discusses the idea of representation and how flags can symbolize historical memory, identity and individual values. Through this workshop, students will use visual imagery to communicate notions of self.

Objectives1. Students ma1. Students make art work using various art materials to develop a flag that represents personal values and memory. 2. Students use elements of art (color, shape) to develop visual imagery that conveys personal messages. 3. Students analyze national flags to identify cultural associations of color and visual imagery.

Relevant California Art Content Standards and grade specific sub standards7.1 7.1 Perceive and analyze artistic work 6.VA:Re7.1 Identify and interpret works of art or design that reveal how people live around the world and what they value. 8.VA:Re7.1 Explain how a person’s aesthetic choices are influenced by culture, envi ronment, and personal experiences that impacts the message it conveys to others. 7.2 Visual Imagery influences understanding of and responses to the world. 4.VA:Re7.2 Analyze components in visual imagery that convey messages. 5. 5.VA:Re7.2 Identify and analyze cultural associations suggested by visual imagery. 6.VA:Re7.2 Analyze ways that visual components and cultural associations suggested images influence ideas, emotions, and actions.

Materials-White and various colored papers-Color Pencils -Color pens -Sharpies-Sharpies-Magazines for cutting-Scissors-Glue -Tape

VocabularyRepresentationVVisual image/componentValuesHIstorical Memory

Workshop DescriptionIntroduction Marcos Rameriz ERRE leads students through a flag making workshop in which participants will consider the concepts of representation, shared values, memory and identity. Flags are symbol systems that define national and local contexts. Flags also carry often overlooked historical memories. ERRE presents guests with a small intro-duction to reading flags as visual text. For example the American flag has 13 stripes to represent the original 13 settlements that Europeans formed when they first arrived in North America. The 50 stars represent the 50 States that form the United States of Amer-ica and reference our national form of government. Other countries have similar symbol systems that communicate origin stories and shared ideals. For example, the mexican flag's colors green, white and red correspond to the concepts of hope, purity and the blood of heroes. The seal of the Flag references Aztec mythology, the Eagle representing the heavens or sun god Huitzilopochtli and the snake representing the earth or Quetzalcoatl during pre-Hispanic time. The scene depicted on the seal tells an origin story about the discovery of the Aztec capital Tenoch-titlan, modern day Mexico City. Huizlopochtli told the Mexica to look for an Eagle devour-ing a snake perched on top of a cactus as a sign to develop a home for their people.

Step 1 Students will learn the importance of visual imagery and symbol systems. ERRE provides examples of his work that incorporates symbol systems and art as a form of visual text. When making art using symbol systems students are able to create flags that represent their own political and ideological beliefs. Color is a good first element to consider. Colors can have multiple meanings depending on cultural context. For example red is commonly seen as a symbol of love but can also represent urgency or action. ERRE provides a list of colors and their meaning to help participants develop their own symbol system. Use this color code sheet in the workshop video to help students masymbol system. Use this color code sheet in the workshop video to help students make artistic choices about the use of color in their flags.

Step 2 Students will then reflect on what personal values or messages they wish to communicate. ERRE asks “What is most important to you”? We typically identify with many values that carry varying degrees of importance. The values most important to students should read dominant in their flag. For example, if family is something import-ant to students then the color white may be scaled larger than other fields of color as white represents family according to ERRE’s color coding system. Considering recent changes in your life, what are some of the values that have become important? ERRE discusses the elements of his life that hadiscusses the elements of his life that have become more important to him such as health, faith, love and freedom.

Step 3 Assemble the different colored construction paper and allow students to select the colors they find most appropriate for their desired message. Students will cut their paper into shapes that will represent the elements and aspects of their life. Review with students the concepts of scale and composition. For example, balance of negative and positive space, use of round shapes against linear shapes etc. Scale can also play a role in compositions with dominant values scaled larger than less important ones. Allow students as much individual freedom as possible when making compositional choices.

Step 4Step 4 When complete, students can present their flags to one another. Ask questions that elicit communication of artistic choices and use of visual imagery. For example: What can you tell me about your flag? What does your flag’s colors tell us about what you value? Do any of these shapes or colors represent a memory or story? This type of ques-tioning allows students a chance to self reflect on artistic choices and exercises their ability to communicate using the elements of art.

Discussion Questions• What is a visual image or component and how are they used?• Many flags contain examples of historical memory, what is one example of historical memory you have?• What are some values you and your family share?• How have recent world events changed what you value?

Suggested follow up activities Marcos Ramirez ERRE guided students in creating their own flags using a color based symbol system. In addition to color, flags can contain a symbol known as a seal or coat of arms. Just like the use of color a seal or coat of arms is another symbol system based on imagery that can represent larger ideas. For example the Mexican coat of arms references stories in Aztec Mythology that represent values and shared history. Consider your personal ancestry, family history and shared values that you can communicate by creating your own seal or coat of arms. Using plain white paper, start by outlining a circle to contain the visual imagery you will draw on your seal. Think of sto-ries and concepts that you would like to communicate. What are stories and ideas that communicate your own history, values and shared memories? For example, the LA county seal displays a Native American woman standing at the foot of the Pacific ocean with the San Gabriel mountains behind her. The woman represents the Tongva, the origi-nal inhabitants of LA county and the ocean and mountains depict the natural climate and ecology. Using graphite, pens, colored pencils and markers begin drawing your visual elements. When complete cut out your seal and glue it to your completed flag.

Related resources-LA County Seal (information from LA County government website)-Mexican national flag, its history and meaning (from the North American Vexillological Association) -Color meaning (from Canva a design platform and tool)

Access and EquityTTeachers and parents should consider their role in modifying lesson instruction by:• Scaffold instructions of concepts from small to big. • Build on a students knowledge base and past learning of flags, symbols and seals when introducing new concepts such as historical memory, visual imagery and color meanings. • Emphasize vocabulary words with gestures, analogies and examples as often as pos sible.• Allow as many opportunities for choice as possible by using a variety of material to • Allow as many opportunities for choice as possible by using a variety of material to select from. • Provide opportunities to expand work based on interest and skill level. • Use teacher or parent samples as a way to guide student understanding.

BioMaMarcos Ramírez ERRE is a multi-disciplinary artist from Tijuana whose practice explores notions of identity, nationality, and the US-Mexico border. ERRE’s work uses site specific installations to investigate the relationship between people and their environment. His work preserves historical memory and enduring human ideals. ERRE has founded and directed Estacion Tijuana an alternative art space focused on the aesthetics of the urban environment, art and pop culture. Since 1989, ERRE has exhibited internationally, pre-sented numerous lectures and received multiple residency awards.

About the Arts Learning Lab and 18th Street Arts CenterArts LeaArts Learning Lab @ Home is a series of live online arts classes for kids and families schooling from home. These hands-on artmaking workshops (which will be posted as on-demand videos after each workshop) are led by professional artists in residence at 18th Street as well as members of our national and international artist community. The workshops are taught in both English and Spanish for those teachers that are bilingual, and will be live translated in both English and Spanish. The workshops cover a range of fun, hands-on, and participatory ideas that connect with larger social issues.

YYou can visit more lessons at http://18thstreet.org/allathome

Celebrating its 30th anniversary in 2018-2019, 18th Street Arts Center is one of the top 20 artist residency programs in the US, and the largest in Southern California. Conceived as a radical think tank in the shape of an artist community, 18th Street supports artists

from around the globe to imagine, research, and develop significant, meaningful new artworks and share them with the public to foster radical imagination, empathy, and positive social change.